The fact that you have got through your teacher training course unscathed and are still enthusiastic about the teaching profession is a landmark event in itself. Now your focus shifts to doing applications, booking in some additional work experience if you have the time. It's all leading up to the inevitable – an interview.

Now, while you've certainly experienced your fair share of interviews over the years, this one is different. This is not just any job, a means to an end, something that pays the bills. No; this is a vocation, the start of a career in education, the very first real opportunity to actually get paid doing something you enjoy.

It goes without saying that while the process of being interviewed is never designed to catch you out, make you feel awkward and unnerve you; they can feel a little strange, irrespective of how confident you are. After all, here you are, suited and booted, sitting in front of a panel of strangers explaining how great you are. It is a little odd.

From the point of view of your prospective employer, interviews exist to determine your suitability for the role and whether you will complement the school's philosophy and approach to education.

As for you, from your perspective, it is about highlighting your strengths and experience (where relevant) and explaining clearly and confidently why you think you are a strong candidate and best suited for this particular school.

Prepare, prepare and prepare

Considering the fact that there are scores of individuals competing for the same jobs and all with similar qualifications – and indeed experience in some respects – you have to demonstrate during an interview what makes you not only stand out, but reveals that you are, by and large, ahead of your peers.

In short, do your homework and then do so more. Planning is vital in demonstrating why your employers should hire you. You'll want to show that you're well aware of the ins and outs of the school you are applying for (read their Ofsted reports, check out their website and look at their CVA score); familiarise yourself with the latest press releases from the Department of Education and acquaint yourself with current topics of debate.

Be yourself and make an impression

It may seem rather hackneyed, but first impressions really do count. Teaching isn't just about possessing knowledge and skills pertaining to your subject specialism. It is also about communication, building up a rapport, inspiring people and engaging with them in an effective way.

Your temperament and body language should make obvious these qualities. More often than not, interviewers are looking to see what you're like as a human being. Yes, it is an interview and you may be nervous, but sincerity of character will still shine through. Be polite and let conversations flow. Think of interviews as a discussion and you'll feel more comfortable.

Questions to prepare for

It is better to have a more meaningful, eloquent and effective answer prepared ahead of an interview than to fire off some answers that have come off the top of your head. You want to express authority, and this will come from a well-prepared answer.

Some questions to look out for:

• Why do you want to be a teacher?
• What qualities do you think a teacher should have?
• How do you think colleagues would describe you as a teacher?
• Give an example of how you would make a lesson diverse and inclusive?
• Describe your teaching style?
• What policy areas are you interested in?
• Do you have any weaknesses in your subject specialism?
• How do you plan and structure lessons?
• Outline how you would deal with a disruptive pupil/class?
• How would you contribute to the school as a whole?

An education expert has controversially said that one possible solution in freeing up teacher time and money is to increase class sizes.

Professor Robert Coe, director of the Centre for Evaluation and Monitoring at Durham University, told TES that it is high time a debate was had about class sizes.

Speaking at a Sutton Trust and Gates Foundation conference in Washington DC, US, the academic explained that all professionals involved in education will have to decide whether their priority is better teaching or smaller classes.

His comments come on the back of a new report he co-authored on behalf of the university, which was done in collaboration with the Sutton Trust. The study says that traditional teaching methods should be invested in.

"Unless there is going to be more funding so schools can employ more teachers, we need to consider how staff can have fewer hours in the classroom so they can undergo proper professional development," said Professor Coe in his interview with the news provider.

"People often say, would you rather your child be taught in a class of 15 or 30 and obviously I say 15, but I would much rather have a really good teacher who is not exhausted and really on top of their game every day and have that teacher teach more students."

Those who support this argument point to Singapore as a case in point for "getting over" the question of whether class sizes have a significant impact on the quality of education pupils receive.

The city-state has, for example, larger class sizes than those found in the UK, and, more importantly, that has been far from detrimental. It has, for example, one of the best school systems in the world and consistently tops international performance league tables.

Brad Jupp, education policy adviser to Arne Duncan, US education secretary, told delegates at the conference that it is vital more research is needed to support the argument for large class sizes.

"We looked at different countries around the world that had larger class sizes than the US and we found that only Japan did," Mr Jupp was quoted by TES as saying.

"They allow their teachers more time to collaborate with each other in return for larger class sizes. I am still willing to hear the answer of whether it is a trade off, but we need to explore whether the trade off is worth the payoff."

Does anyone actually enjoy being interviewed for a job they are keen on, you know, the kind of role that seems to make perfect sense personally and professionally, especially at the start of your career?

It's reasonable to assume that the answer to that question is a resolute no, the thought of it alone enough to make people feel ill at ease, as if they have just come down some illness.

Yet, c'est la vie, most of us will have to be interviewed for positions that are either functional – a part-time job that gets you by during college and university – or aspirational – a vocation that is more than just a livelihood.

Interviews are part and parcel of life, an event – for want of a better word – that is essential for helping employers and employees connect with one another in what is intended to be a near perfect fit. You win and they win.

If you have secured your first teaching interview, then you should be in a buoyant mood, confident in yourself because you've got momentum. The application process is, in itself, a very difficult part of the hiring process, so the fact that you have done enough to get noticed is laudable.

Now then, it's time to really impress. Our very specific guide offers you some tips about the kinds of questions you can expect when you're being interviewed for your first teaching role and the kinds of answers that will see you shine.

The usual interview dos and don'ts apply, but, in this instance, they don't really require any further explanation for this piece. Look smart, be polite and let you personality shine ... this job is yours for the taking.

Why do you want to be a teacher?

One of the classic questions that will, nine times out of ten, be asked at interview. Sincerity is paramount in your reply, as a stock response will be easily spotted by a seasoned headteacher.

Ultimately, what you want to get across is the fact that you enjoy a challenge, love working with young people, are enthusiastic about learning, passionate about education and want to dedicate your life to making a difference to other young people's lives.

Describe the kind of lessons you are keen on delivering?

This is one of those questions where your talents – supported by a quality mock lesson demonstration – get an opportunity to shine. Back up your suggestions – the more active, inclusive and differentiated, the better – with solid examples.

Other things to reference include how you'd get your pupils to be more reflective, what kinds of materials and tools you'd use and how you'd challenge and empower them.

How do you deal with challenging behaviour?

Heads are looking for you to show a shrewd, strategic and highly effective approach to resolving various incidents of challenging behaviour. It's one of those things that is unfortunately common in schools, so a sound awareness of the issues around various episodes and solutions is welcome.

If you have any examples of situations where you have successfully resolved a case of challenging behaviour, use it by way of support, otherwise go by best practice. This includes how to spot occurrences before they properly emerge, reinforcing the importance of good behaviour at all times and, when challenging behaviour is demonstrated, remaining in control and allowing pupils time to calm down.

What qualities should teachers have?

Think back to when you were a pupil and consider the qualities of the teachers you found to be inspiring. What was it about these individuals that made them stand out? Why were they so effective in making lessons fun and insightful?

Common qualities include possessing a personality, the kind that is approachable and authoritative (someone to talk to and someone you can respect); having a sense of humour; being fair; demonstrating a creative flair; and having the ability to make complex things easy to understand.

Going above what is mandatory in the classroom is important for many reasons. It makes teaching more engaging for professionals and lessons more interesting for students. In turn, pupils are not only more inspired but they also tend to perform better.

However, creativity is misunderstood, poorly invested and often overlooked when it comes to teaching. The focus of education can often be informed by the need to secure high pass marks. As such, children and young people are taught how to succeed at exams.

Resultingly, the quality of teaching can dip and the experience of learning becomes perfunctory. In such an environment, students can end up feeling bored, as if they are carrying out the motions. Teachers also can lose sight of why they entered the profession in the first place.

The question many ask, consciously and subconsciously, is “where has the fun gone?”. In fact, some may question whether there was any fun in the first place. The absence of enjoyment is hugely detrimental not just because it impacts on what is the most formative period of a person’s life, but distorts their expectations in later life.

For example, beyond school, further and higher education, in the world of work, without knowing it, you can end up in an environment that is not too dissimilar to the one you were used to at school. It’s prosaic, tasks are carried regularly and dispassionately and you seem to get little out of it.

However, as with before, we can be oblivious to this reality because if our experience of education was enough to get us to pass our exams - but not engaging and memorable - then why expect otherwise? Contrary to this is a learning experience that is captivating, enlightening and empowering. It makes people want to do more not just in school, but in life.

The challenge is making this happen within the constraints of any given school system and the wider parameters of education (i.e. the dictums of the political party in government). One can have, for example, a creative disposition, but find it tempered by the realities of what is demanded. And, is evidenced by teachers feeling overburdened by their incessant workload and feelings of stress, it is often a tough job to be in. Where then, is there time for creativity and fun?

The answer lies in making it happening. Now, this is by no means a walk in the park, but ultimately, where possible, you have to be more than proactive in cultivating the kind of atmosphere you want to work in. As we noted in the opening paragraph, you really do - for now - have to go above and beyond. Education is priceless, so make it creative and a whole lot of fun.